Hillsborough Township School District
Unit/
Skill
Who I Am and
Who They Were
Month/
Week
Content
Greetings & Farewells
2 weeks
Roman vs.
Contemporary Naming
Conventions
2 weeks
The meaning (s) of
family/ familia
Core Content
World Language Department
Level I CP - Latin
Curriculum Map
Essential Questions
7.1 B.2 Initiate appropriate gestures and
intonation of the target culture during
greetings, leave-takings, and daily
interactions.
7.2 B.1 Imitate culturally appropriate
etiquette in verbal and non-verbal
communication during greetings, leavetakings, and common social situations.
7.1 A.3 Identify familiar people, places,
and objects based on oral and/or simple
written descriptions.
7.2 A.1 Compare daily practices of people
in the target culture(s) with their own.
Routines of
Private and
Public Daily Life
Physical features
and patterns of
town of Pompeii,
origins,
evolution, civic
identity and
cosmopolitanism,
introduction to
cataclysmic end
Temporal,
spatial, legal, and
commercial
mechanisms of
social interaction
2 weeks
3 weeks
2 weeks
The days of the week
and daily rituals: rising,
dressing, dining,
mingling; social and
domestic life –
patrocinium & amicitia;
professions and
domestic work
Similarities and
differences between
Pompeii and modern
town, basic amenities
like roads, water,
garbage disposal,
entertainments, the role
of slaves, intro to
ancient earthquakes and
volcanoes
Physical features of the
Pompeii forum,
including temple,
basilica, offices,
meeting hall, market
hall, key aspects of
Roman Calendar, the
use of law in conflict
resolution
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
7.2 A.1 Compare daily practices of people
in the target culture(s) with their own.
7.1 A.4 Comprehend brief oral exchanges
on familiar topics.
7.2 A.2 Describe the geographical
features, types and effects of climate in
countries where the target language is
spoken.
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
7.2 A.1 Compare daily practices of people
in the target culture(s) with their own.
What is an appropriate
greeting/leave-taking with
equals and superiors?
How were names chosen
and what did they mean to
an ancient Roman? To us?
Is there a “typical” Roman
family and family dwelling?
How does each differ
from/resemble ours? What is
the difference between
ancestors, cousins, and
nuclear family then and
now? How does Latin
alphabet/syntax/vocabulary
differ from/resemble
English?
How did the Romans divide
up the week in days and
subdivide the days? How
did they tell time? What
were their daily rituals,
activities, professions, and
how did they differ between
classes and in public vs.
private?
How did Pompeians (vs. us)
provide for basic
necessities? How did
Pompeii resemble/ differ
from ours? How did they
entertain themselves? What
role did slaves play in their
social life and economy?
What is our equivalent of
the ancient forum? How
does the legal resolution of
conflict in Pompeii
resemble/differ from our
methods?
5
Skills
Assessment
Literacy
Integration
Students will be able to articulate
basic greetings/leave-takings and
select, adopt and vocalize new Latin
names
Informal with
coaching of
listening, speaking
and pronunciation
skills
Take notes on naming
conventions, apply
knowledge of alphabet
to pronunciation of
basic consonant and
vowels
Students will be able to understand
and respond to basic questions about
Caecilian clan and their dwellings
both in target language and English
Informal with
coaching of
listening, speaking
and pronunciation
skills; diagnostic
homework
assignments;
formal Stage Test
Learn protocol of
SANDALS (spectate,
audite nunc dicite,
agite, legite, scribite),
apply precepts to
readings in target
language and oral
exercises/ classroom
conversation
Students will be able to understand
and respond to basic questions about
the days of the week and daily rituals
including dining and dress, both in
target language and English, recognize
the meanings of noun case and
adjective degree and use nominative
and accusative case nouns and
superlative degree adjectives
Informal with
coaching of
listening, speaking
and pronunciation
skills; diagnostic
homework
assignments;
formal Stage Test
Students will be able to identify and
locate main components of the town
of Pompeii, articulate differences
between its infra- and social structure
and ours, define the meaning of forum
and villa, recognize the meaning of
noun declension and provide
examples for nominative and
accusative case, declensions 1, 2 and 3
Informal with
coaching of
listening, speaking
and pronunciation
skills; crossword
puzzle; diagnostic
homework
assignments;
formal Stage Test
Internalize
audiocassette tapes and
compact disc visuals;
begin giving
“WordBuilder”
presentations; use
handouts to develop
notes on Doomed City
videotape
Students will be able to identify key
components of Pompeii’s forum,
articulate similarities/differences
between our and their legal systems,
recognize the meaning of verb tense,
person and conjugation and provide
examples for 1st and 2nd person
singular for all conjugations including
irregular esse, respond to basic
questions in target language
Informal with q &
a in target
language,
crossword puzzle;
diagnostic
homework
assignments;
formal Stage Test
Internalize
audiocassette tapes
compact disc visuals;
make “WordBuilder”
presentations
Internalize
audiocassette and
compact disc visuals
Hillsborough Township School District
Unit/
Skill
Pompeians at
Play Part 1
Slaves and
Freedmen
World Language Department
Level I CP - Latin
Curriculum Map
Month/
Week
Content
2 weeks
Physical features of the
Pompeii theatrum and
odeum, the role of the
theater in ancient Greek
and Roman life, its
origins and evolution,
comedy vs. tragedy
7.1 C.1 Imitate, recite, and/or dramatize
simple poetry, rhymes, songs and skits.
How did the ancient theater
begin and evolve?
7.2 C.4 Identify common tangible and
intangible cultural products of the target
culture(s).
Where did performances
take place?
The complex status and
roles of slaves and
freedmen in ancient
Rome/Pompeii; origins,
morality, and economic
impact of slaver y in the
ancient world
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
2 weeks
Core Content
Essential Questions
What was the status of
performers? Typical
theatrical entertainments?
7.2 A.1 Compare daily practices of people
in the target culture(s) with their own.
How does one
become/unbecome a slave?
How does ancient slavery
differ from our conception
of it?
What are ethical, social and
economic implications?
Superstition,
Roman Religious
Beliefs and
Burial Practices
2 weeks
After-dinner storytelling
of tall tales, monuments,
memorials and Roman
life expectancy,
cremation vs.
inhumation and our
sources of knowledge of
the past
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
7.2 C.4 Identify common tangible and
intangible cultural products of the target
culture(s).
Skills
Students will be able to identify key
components of Pompeii’s theatrum,
articulate similarities and differences
between Greek and Roman theater,
tragedy and comedy, acting
performances then and now, respond
to and interpret uses of nominative
plural and 3rd person plural present
(including esse) in target language
Students will be able to recall key
slavery terminology in target
language, orally articulate its origins
and evolution, differentiate between
slave, freedman, and citizen, define
and effectively use 3rd person singular
and plural past tense verbs (including
esse), and distinguish between
imperfect and perfect tense
How did Romans dispose of
the dead?
What were typical beliefs
about afterlife?
How did Romans honor
ancestors and why was this
important to them?
How do we know Romans
to be superstitious? Were
they more superstitious than
we are?
6
Students will be able to recognize and
define key burial terminology like
epitaph, inscription, inhumation and
cremation, recognize implied subjects
and recognize and effectively use
irregular perfect tense verbs, oblique
cases of “is”, and interrogatives with
num
Assessment
Informal with q &
a in target
language,
crossword puzzle;
interpretation and
performance of
comic text and
Plautine playlets;
diagnostic
homework
assignments;
formal Stage Test
Informal with q &
a in target
language,
crossword puzzle;
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Informal with q &
a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Literacy Integration
Internalize
audiocassette; take
notes from PowerPoint
presentation (Roman
theater); complete
crossword puzzle;
present comic playlets
Internalize
audiocassette; take
notes on PowerPoint
presentation (ancient
slavery); complete
crossword puzzle;
manipulate Cambridge
Latin website for
grammar and
vocabulary drills;
compete in Latin
jeopardy game
Process Roman
religion Handout;
complete crossword
puzzle; manipulate
Cambridge Latin
website for grammar
and vocabulary drills;
create and present own
epitaphs
Hillsborough Township School District
Unit/
Skill
Pompeians at
Play Part 2
Month/
Week
4 weeks
Content
Roman spectacula and
their venues, various
types of gladiators and
gladiatorial combats,
Roman cruelty, mob
behavior and
triumphalism
World Language Department
Level I CP - Latin
Curriculum Map
Core Content
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
7.2 A.3 Identify aspects of culture
presented in photographs, plays, or film.
Essential Questions
What were the origins and
evolution of gladiatorial
combat?
What purpose did it serve
the state? Its relation to
military, athletics and mass
executions?
What important venues?
Types and status of
gladiators? Our sources of
information?
General Latin
Grammar,
Roman
Mythology,
Culture, History
2 weeks
Recognition and
comprehension of Latin
language, grammar, and
Roman culture and
history
7.1 A.5 Connect the learning of the target
language to information studied in other
core content areas.
What aspects of mythology
seem untrue or beyond
belief?
What aspects seem true or
perennially relevant?
Skills
Assessment
Students will be able to recognize and
explain key gladiatorial terms like
gladius, lanista, editor, monomachos,
venatio, naumachia, velarium,
amphitheatrum, murmillo, ludus,
ludia, ludibria, retiarius, assess status
of gladiators against those of other
entertainers/performers, and assess
merits of this combat’s supporters and
detractors, examine and recall
historical sources (e.g. Seneca and
Tacitus) on subject,
recognize and effectively use plural
accusative case nouns and recognize
increase incidence of superlative
degree adjectives
Informal with q
and a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Students will effectively participate in
National Latin Exam preparatory
exercises and games/ activities; taking
of exam voluntary
How does Roman history
impact language
development?
Roman Health
and Fitness
4 weeks
Roman baths, their
origin, function,
engineering, and
remains, ancient
medicine and hygiene,
ancient fitness, ancient
Greek and Roman
athletics
7.1 B.4 Exchange information using
words, phrases, and short sentences
practiced in class on familiar topics or
topics studied in other core content areas.
7.2 C.4 Identify common tangible and
intangible cultural products of the target
culture(s).
What were typical Roman
medical and hygiene
practices?
How did the practice of
public bathing evolve and
what purposes did it serve?
How did Roman athletics as
spectator sport originate and
evolve?
How did Roman practices
and attitudes differ from
ancient Greek ones?
How do ancient sports and
fitness resemble/differ from
ours?
7
Students will be able to recognize and
explain key bath and athletic terms
like , thermae, tepidarium, caldarium,
fridigarium, palaestra, athleta,
periodonikai,, compare ancient Greek
vs. Roman athletic practices and
attitudes, examine and recall
historical and archaeological sources
for our knowledge of baths and
athletic venues and practices (e.g.
pottery and sculpture),
recognize and effectively use dative
case, personal and reflexive pronouns,
irregular verbs ire and ferre
Literacy Integration
Internalize
audiocassette; take
notes on Handouts for
two spectacula
videotapes and
PowerPoint
presentation; complete
crossword puzzle;
manipulate
Cambridge Latin
website for grammar
and vocabulary drills
Student
performance
measured in
relation to other
novice learners in
internationally and
annually
administered
national Latin
exam
Pre-exam preparation
and post-exam
assessment, facilitated
by internet questions,
used to bolster exam
preparation and build
confidence in
comprehension of
Latin language and
Roman culture
Informal with q &
a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Internalize
audiocassette and take
notes from PowerPoint
presentation (Baths
and Athletics); take
notes from Athletics
dvd; comple crossword
puzzles; present baths
“crime report”;
manipulate Cambridge
Latin website for
grammar and
vocabulary drills;
compete in Latin
jeopardy game
Hillsborough Township School District
Unit/
Skill
Ancient Greeks
and Ambivalent
Romans
Pompeians at the
Polls
Pompeians in
Peril and
Preserved
World Language Department
Level I CP - Latin
Curriculum Map
Month/
Week
Content
3 weeks
How the militarily
conquered Greeks
culturally captivated
Rome; the cultural and
linguistic legacy of
ancient Greece; the
ancient Greek alphabet;
ancient educational
practices; ethnic
stereotyping; Greek
creativity vs. Roman
practicality
7.1 A.1 Demonstrate comprehension of
simple, oral directions, commands, and
requests through appropriate physical
response
How Roman political
institutions functioned
in the later Republic and
early Empire; the
typical career path in
politics for a Roman;
archaeological evidence
of political activity in
Pompeii and typical
Pompeian electoral
practices; Rome’s three
phases of political
institutions; difference
and similarities between
Roman politics and ours
7.1 C.4 Name and label tangible products
and imitate practices from the target culture
How the final
catastrophe brought
Pompeii to an abrupt
end and how it was
gradually rediscovered;
the archaeology and
geology of earthquake
and volcanic eruptions;
origins and procedures
of modern archaeology;
historical sources of our
knowledge of this end;
comparison between the
fates of Pompeii and
Herculaneum
7.1 B.4 Exchange information using words,
phrases, and short sentences practiced in
class on familiar topics or topics studied in
other core content areas.
2 weeks
4 weeks
Core Content
7.2 A.4 Identify distinctive cultural
products of the target culture(s).
Essential Questions
What were typical Greek and
Roman educational practices
/curricula and how did they
differ from/ resemble ours?
What is familiar/different
about the Greek (vs. Roman
and English) alphabet?
Why were the Romans so
ambivalent about the Greeks?
7.2 A.1 Identify daily practices of people in
the target culture(s).
7.2 A.2 Identify basic geographical features
and some common landmarks in countries
where the target language is spoken.
How did Roman political
institutions originate and
evolve? How did a typical
Roman effectively pursue a
career in politics? How did
the Pompeians practice
politics? How did their
practices differ from/resemble
ours? What is the historical
and archaeological record?
How did the Roman Republic
begin and end? What are
some typical political offices
and how were constituencies
established?
How do we know what we
know about the end of
Pompeii and Herculaneum?
How do we know the end was
sudden? How did the end and
rediscovery of these two sites
differ? What is their legacy
and why does this matter?
What are the challenges of
excavation and preservation?
How does this catastrophe
compare with ones in other
times and other places?
8
Skills
Assessment
Literacy
Integration
Students will be able to articulate their
response to Roman attitudes towards
the Greeks and compare and contrast
it with ethnic stereotyping today,
understand the significance of the
difference between sententia and
argumentum in shaping opinions and
framing debates, compare and contrast
ancient Greek vs. Roman vs. English
alphabet, articulate the origins and
evolution of writing, recognize and
effectively use 1st and 2nd person
present plural verbs, comparative
degree of adjectives with quam,
questions with enclitic –ne, imperative
mood singular, and prepositional
phrases with the accusative case
Informal with q &
a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Play Greek &
Roman mythology
game; complete
crossword puzzle;
manipulate
Cambridge Latin
website for
grammar and
vocabulary drills;
compete in Latin
jeopardy game
Informal with q &
a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Internalize
audiocassette;
interpret ancient
graffiti; complete
crossword puzzle;
manipulate
Cambridge Latin
website for
grammar and
vocabulary drills;
compete in Latin
jeopardy game
Students will be able to recognize and
explain the origins and meanings of
key political terms like candadatus,
titulus, divisor, scriptor, aedilis,
duoviri, senatus, senator, fautor,
comitium, compare ancient Greek and
Roman politics with our own,
examine and recall historical and
archaeological sources for our
knowledge of Pompeian elections
(e.g. graffiti),
recognize and effectively use
intransitive verbs plus dative case,
impersonal verbs, questions words
num, nonne, -ne, quis, quid,
imperative mood and vocative case
Students will be able to recognize and
explain the origins and meanings of
key archaeological and geological
terms like pyroclastic flow, magma,
lava, Fiorelli, Pliny the Younger,
Pliny the Elder, active vs. dormant vs.
extinct, ignis, cinis, flamma, mons,
tremor, fumus,, compare ancient with
modern catastrophes, examine and
recall historical and archaeological
sources, explain the successes and
challenges of Pompeii’s excavation,
recognize and effectively use 1st and
2nd person singular and plural perfect
and imperfect, including esse, ablative
case in prepositional phrases
Informal with q &
a in target
language,
crossword puzzle,
diagnostic
homework
assignments;
informal
observation of
student website
self-testing and
Periculum
Latinum game
competition;
formal Stage Test
Internalize
audiocassette; take
notes on
Handouts for
Vesuvius
videotape;
complete
crossword puzzle;
manipulate
Cambridge Latin
website for
grammar and
vocabulary drills
Hillsborough Township School District
Unit/
Skill
Month/
Week
Miscellaneous:
includes time for
student
presentations,
website
interactions,
games and
Midterm & Final
Exam Review
4 weeks
Content
Etymology, roots and
derivatives, folk
wisdom, economy of
language
World Language Department
Level I CP - Latin
Curriculum Map
Core Content
7.1 B.4 Exchange information using words,
phrases, and short sentences practiced in
class on familiar topics or topics studied in
other core content areas.
7.2 A.1 Identify daily practices of people in
the target culture(s).
Essential Questions
How can the attitudes and
preconceptions of a culture be
captured in apothegm and
metaphor?
How is language revealed
through etymology as being
three-dimensional?
9
Skills
Students will be able to identify an
interesting Latin word or phrase and
prepare and deliver an oral
presentation per predetermined
protocols/criteria
Assessment
Formal based
upon
predetermined
presentation
bullet-point
criteria
Literacy
Integration
Develop, organize,
write and deliver a
succinct oral
presentation to
class